Developing Sociopragmatic Competence in Learners of English as a Foreign Language Through the Linguistic Landscape

Abstract

This study examines how engagement with the linguistic landscape (the visible presence of written language in public spaces) can help develop sociopragmatic competence among learners of English as a Foreign Language. Guided by the Integrated Model of Pragmatic Competence, this paper investigates whether the analysis and reformulation of public signage can strengthen learners’ ability to interpret and produce contextually appropriate language. Fifty B2-level students enrolled in a Translation Studies programme at a public university in Madrid participated in an instructional intervention focused on politeness strategies, audience orientation, mitigation, and pragmatic intent (key areas of language instruction for Translator Education). A mixed-methods design combined pre- and post-intervention pragmatic tasks with learner reflections and instructor observations. The findings showed substantial improvement in learners’ recognition and production of context-sensitive language, particularly in their use of politeness and mitigation strategies. Qualitative evidence also indicated increased empathy, audience perspective-taking, and awareness of language as social action. These findings suggest that LL-based pedagogy can integrate linguistic, sociopragmatic, and sociocognitive areas of pragmatic competence and provide an authentic, accessible resource for EFL and Translation Studies instruction.